Field course to Italy

EART39302 Field course to Italy 10 Semester 2 Undergraduate Level 6 Margherita Polacci Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 5.0 <div> Sicily and the Calabrian arc represent a young volcanic arc within the complex plate tectonic setting of the Mediterranean. Mesozoic-Cenozoic deposits from various Tethyan paleogeographic domains are telescoped into a complex fold-thrust belt with young thrust-top basins. The young volcanic activity on the Aeolian Islands and Etna is directly linked to this tectonic history.The unit will first traverse the Sicilian fold-thrust belt to investigate the structure and geological history of Sicily. Students will learn about the interplay between tectonic, eustatic, sedimentary, and volcanic processes in a young Alpine orogen. The field course offers an opportunity to study the formation of mineral and energy resources in their geodynamic context.The second part investigates the volcanic history and current activity of several volcanoes in Italy: Vesuvius, Stromboli and Etna. It covers the tectonic setting and eruptive histories of these volcanic centres; their differing eruption styles and frequencies; the links between eruption processes and volcanic deposits; volcano monitoring strategies; hazard assessment and risk mitigation for population centres near active volcanoes. Through visits to each volcano, students will learn how to read and interpret volcanic deposits; interpret diverse volcano monitoring data streams; work safely in active volcanic areas; and communicate their observations and interpretations effectively to government authorities and populations.</div>  <div> Sicily and the Calabrian arc represent a young volcanic arc within the complex plate tectonic setting of the Mediterranean. Mesozoic-Cenozoic deposits from various Tethyan paleogeographic domains are telescoped into a complex fold-thrust belt with young thrust-top basins. The young volcanic activity on the Aeolian Islands and Etna is directly linked to this tectonic history.The unit will first traverse the Sicilian fold-thrust belt to investigate the structure and geological history of Sicily. Students will learn about the interplay between tectonic, eustatic, sedimentary, and volcanic processes in a young Alpine orogen. The field course offers an opportunity to study the formation of mineral and energy resources in their geodynamic context.The second part investigates the volcanic history and current activity of several volcanoes in Italy: Vesuvius, Stromboli and Etna. It covers the tectonic setting and eruptive histories of these volcanic centres; their differing eruption styles and frequencies; the links between eruption processes and volcanic deposits; volcano monitoring strategies; hazard assessment and risk mitigation for population centres near active volcanoes. Through visits to each volcano, students will learn how to read and interpret volcanic deposits; interpret diverse volcano monitoring data streams; work safely in active volcanic areas; and communicate their observations and interpretations effectively to government authorities and populations.</div>  <div> The aim of this unit is to provide an integrated view of how tectonic, sedimentological and volcanic processes have shaped Southern Italy, using the geological features of Sicily as a case-study.</div>  <table border="1" cellpadding="0" cellspacing="0"> <tbody> <tr> <td colspan="2" style="width:496px;"> On the successful completion of the course, students will be able to: </td> <td style="width:72px;"> Developed</td> <td style="width:66px;"> Assessed</td> </tr> <tr> <td style="width:64px;height:59px;"> ILO 1</td> <td style="width:432px;height:59px;"> Explain the current activity of active volcanoes in Southern Italy and their eruptive history, and compare and contrast their eruptive style</td> <td style="width:72px;height:59px;"> Y</td> <td style="width:66px;height:59px;"> Y</td> </tr> <tr> <td style="width:64px;height:67px;"> ILO 2</td> <td style="width:432px;height:67px;"> Interpret volcanic deposits in light of the eruptive processes and vice versa</td> <td style="width:72px;height:67px;"> Y</td> <td style="width:66px;height:67px;"> Y</td> </tr> <tr> <td style="width:64px;height:76px;"> ILO 3</td> <td style="width:432px;height:76px;"> Examine, describe and interpret the geological history and structure of a complex field area, by integrating various types of geological data sets at different scales of observation</td> <td style="width:72px;height:76px;"> Y</td> <td style="width:66px;height:76px;"> Y</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 4</td> <td style="width:432px;height:66px;"> Examine and describe economic aspects of an area relative to their geodynamic context</td> <td style="width:72px;height:66px;"> Y</td> <td style="width:66px;height:66px;"> Y</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 5</td> <td style="width:432px;height:66px;"> Design investigations, analyse data and apply practical techniques that are regularly used in applied geoscience professions, and adhere to field safety procedures, in particular when working in volcanic environments</td> <td style="width:72px;height:66px;"> Y</td> <td style="width:66px;height:66px;"> Y</td> </tr> <tr> <td style="width:64px;height:66px;"> ILO 6</td> <td style="width:432px;height:66px;"> Research and critically review scientific information, integrate with their own observations, and communicate clearly</td> <td style="width:72px;height:66px;"> Y</td> <td style="width:66px;height:66px;"> Y</td> </tr> </tbody></table>  Three pre-fieldtrip lectures.L1: Introduction to the field trip; Geological context of the field areaL2: Volcanological context of the field areaL3: Field gear requirements, safety and logistics. Final update on details before departure.The description of the 9-day field course is provided in section 3. Proposed field itinerary (subject to change depending on logistical arrangements and status of volcanic activity at the time of the trip):Day 1. Outward flight to Catania.Days 2-5. Traverse Monte Iblei/-Caltanissetta-Agrigento-Catania to observe tectonic structure, Mesozoic-Quaternary deposits, and associated mineral deposits. Observation of the Variscan basement during the drive from Catania to Milazzo.Days 6-8. Morning hydrofoil to Stromboli Tour of Stromboli island. Ascent to Stromboli 400m with approved field guide (or to the summit, depending on volcano activity). Observations of Stromboli lava and tephra deposits, gas emissions and explosions.Day 8-10. Catania. Transfer -Stromboli-Milazzo-Catania.Tour of INGV Etna Observatory, ascent of Etna North East Rift and visit of Etna West flank to assess volcanic history in the rock record, hazards, and risk mitigation strategies.Day 11. Return flight from Catania to Manchester.  <div>Pre-field course lectures provide students with background and geological context to the tectonic and volcanic areas that will be visited, and information about field gear requirements, safety and logistics. The course co-ordinator and teaching team will be available during the lectures to answer questions. Students will consolidate learning from the pre-field trip lectures by reading published literature on this topic. A recommended reading list will be provided for each field area to be visited.The unit is taught via guided data collection exercises in the field, where students are encouraged to make observations at a range of scales and to integrate them into the larger picture of the volcanic arc. Visits to local volcano observatories will allow students to observe the collection of a variety of data strea1ms in real time. Students will learn through working in teams, recording observations, sketches and interpretations in field notebooks, and discussing their findings with the teaching team. Learning during the field course will be assessed according to the two main field components, and each assessment will count 50% towards the final grade.The first part of the trip will be assessed via a stratigraphic cross-section of one of the areas visited during the first 4 days of the trip. Students will receive information on the cross-section the first day in the field, and will have time to work on it until the morning of departure for Stromboli volcano.The second part of the trip will be assessed via an oral group presentation on a volcanological topic assigned during the field course, and will be given by the students in the week upon return from the trip.The field course builds on students’ prior learning in petrology, geochemistry, chemistry, lithospheric processes, tectonics, and mapping, and these links and connections will be emphasised throughout the course in order to provide a holistic learning process.</div>  3 Report 50% 7 Oral assessment/presentation 50% <table border="1" cellpadding="0" cellspacing="0" width="0"> <tbody> <tr> <td style="width:102px;height:76px;">Assessment type</td> <td style="width:85px;height:76px;">% Weighting within unit</td> <td style="width:66px;height:76px;">Hand out and hand in dates</td> <td style="width:94px;height:76px;">Length </td> <td style="width:170px;height:76px;">How, when and what feedback is provided</td> <td style="width:123px;height:76px;">ILO tested</td> </tr> <tr> <td style="width:102px;height:84px;">Individual statigrafic section</td> <td style="width:85px;height:84px;">50%</td> <td style="width:66px;height:84px;">Assigned first day of trip, returned in the morning of departure for Stromboli</td> <td style="width:94px;height:84px;"> </td> <td style="width:170px;height:84px;">Written feedback given upon return</td> <td style="width:123px;height:84px;">3-6</td> </tr> <tr> <td style="width:102px;height:101px;">Group presentation during trip</td> <td style="width:85px;height:101px;">50% (can have an individual component)</td> <td style="width:66px;height:101px;"> </td> <td style="width:94px;height:101px;">15 mins</td> <td style="width:170px;height:101px;">Feedback given at the end of each presentation</td> <td style="width:123px;height:101px;">1-2, 5-6</td> </tr> </tbody></table>  BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geology) Third Year Optional BSc (Hons) Earth and Plan Scie BSc (Hons) Earth (Geochemistr) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geolo) Third Year Optional MEarthSci (Hons) Ea and Pl Sci MEarthSci (Hons) Earth (Geoch) Third Year Optional MEarthSci (Hons) Earth Industr MEarthSci EPS w IE (GeoChem) Third Year Optional MEarthSci (Hons) Earth Abroad MEarthSci EPS w YA (Geochem) Third Year Optional MEarthSci (Hons) EPS with Res MEaSc (H) EPS w R (GeoChem) Third Year Optional Francis and Oppenheimer, "Volcanoes", OUP (Second Edition)Haraldur Sigurdsson, Bruce Houghton, Steve McNutt, Hazel Rymer and John Stix, The Encyclopedia of Volcanoes, AP (Second Edition)Broquet, P. (2016). Sicily in its Mediterranean geological frame. Boletín Geológico y Minero, 127 (2/3): 547-562Sartori, R. (2003). The Tyrrhenian back-arc basin and subduction of the Ionian lithosphere. Episodes, 26(3), 217-221.  0 0 100 <figure class="table"><table border="1" cellpadding="0" cellspacing="0" width="0"><tbody><tr><td style="height:68px;width:139px;"> </td><td style="height:68px;width:85px;">Type</td><td style="height:9.75pt;padding:0cm;width:169.5pt;" width="226">Example student activity</td><td style="height:68px;width:75px;">Total Hours</td><td style="height:68px;width:160px;">New material</td><td style="height:68px;width:104px;">Consolidation and Practice</td></tr><tr><td style="height:39px;width:139px;">Contact time (students are in front of staff)</td><td style="height:39px;width:85px;">Lecture (new material)</td><td style="height:39px;width:75px;">Mostly listening & taking notes (mostly new material)</td><td style="height:39px;width:75px;">2</td><td style="height:39px;width:160px;">2</td><td style="height:39px;width:104px;"> </td></tr><tr><td> </td><td>Lecture (revision/examples)</td><td>Mostly listening & taking notes (no new material- revision of course)</td><td>1</td><td> </td><td>1</td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Practical (new material and practice. Typically 25-50% of practical time is spent on new material)</td><td style="height:101px;width:75px;">Interactive individual or group work (problem solving, experiments, watching demonstrations, describing and interpreting samples, paper-based exercises, computer-based exercises)</td><td style="height:101px;width:75px;">60</td><td style="height:101px;width:160px;">20</td><td style="height:101px;width:104px;">40</td></tr><tr><td style="height:101px;width:139px;"> </td><td style="height:101px;width:85px;">Tutorial</td><td style="height:101px;width:75px;">Interactive small group work</td><td style="height:101px;width:75px;"> </td><td style="height:101px;width:160px;"> </td><td style="height:101px;width:104px;"> </td></tr><tr><td> </td><td>Seminar/examples class</td><td>Working on and discussing questions </td><td> </td><td> </td><td> </td></tr><tr><td>Independent study time</td><td style="height:9.75pt;padding:0cm;width:131.5pt;" width="175">Pre/post lecture work</td><td>Reading own notes, re-solving examples, prep work, revisit podcast</td><td>2</td><td> </td><td>2</td></tr><tr><td> </td><td>Pre/post practical work/write up</td><td>Complete practical work, prep work, reading feedback</td><td> </td><td> </td><td> </td></tr><tr><td> </td><td>Studio/workshop time</td><td>Individual or group work</td><td> </td><td> </td><td> </td></tr></tbody></table></figure>